This document appears to be a presentation about working as a school librarian or library media specialist. It discusses job titles for these roles and preferences for different titles. It provides advice such as welcoming patrons, saying thank you, recognizing others' work publicly, and setting goals. It also notes that success will take time and offers suggestions from experts like Kathy Schrock. Illustrations are credited to various sources and additional content on the topic can be found online.
Reaching Your Patrons in the Brave New World of the Social WebBobbi Newman
The document discusses how libraries can use social media platforms like blogs, wikis, Flickr, YouTube, Twitter, and FriendFeed to connect with and engage patrons. It explains that libraries have traditionally waited for patrons to come to them, but now they can connect with patrons where they are online through these various social media channels. The document provides examples of how different platforms can be used, such as using blogs to start conversations, wikis for subject guides and instructions, and Flickr for photos of new materials and events. It encourages libraries to build a presence on these social media sites to engage patrons in new ways.
A look at how we have developed our use of social media at the Brynmor Jones Library, University of Hull through collaboration and experimentation. Please feel free to get in touch for more details (michael.ewen@hull.ac.uk)
This document discusses using Netvibes and Symbaloo to create personal learning environments (PLEs) for students. PLEs allow students to design their own learning approaches using different types of content like videos, apps, games, and social media chosen to match their personal learning styles and pace. The document recommends Netvibes as a tool to create PLEs because its free version offers flexibility and customization, has a gentle learning curve, allows public pages to be shared, and private pages for a personal homepage.
The document discusses how Wikipedia has changed education and learning. It includes quotes from students who say they use Wikipedia for casual reading but not formal coursework due to reliability issues. However, others note that credibility depends on perspective rather than being inherent to a source. The document suggests that if a homework assignment can be answered with a Wikipedia page, teachers need to rethink their approach. It also includes comments about how Wikipedia is seen as too easy but still monitored to ensure accuracy. Overall, the document examines student views on Wikipedia and debates around its use in education.
Learning Exchange May 15 - Broadening our horizons: from social media to live...northerncollaboration
Mike Ewen, Assistant Librarian, and Carl Barrow, Student Engagement Manager, at the University of Hull describe how their service model has matured from information delivery to query management. The session discusses a digital literacy project, involvement in University and regional groups and attempts to influence University policy and practices. Presented at the Northern Collaboration Learning Exchange: Communicating with New Technologies, May 2015, Leeds Beckett University
Ignite -if you give a kid a camera (with notes)Diane Cordell
1) The document discusses the benefits of giving kids cameras, including allowing them to become active learners and creators rather than just consumers of images.
2) Photography helps kids build their identity and document important moments and memories over their lifetime.
3) When given cameras, kids have the power to tell their own stories and construct a visual journal of their lives.
Presented by Christa Burns on the Carterette Series Webinars, September 19, 2012.
http://gla.georgialibraries.org/mediawiki/index.php/Carterette_Series_Webinars
Reaching Your Patrons in the Brave New World of the Social WebBobbi Newman
The document discusses how libraries can use social media platforms like blogs, wikis, Flickr, YouTube, Twitter, and FriendFeed to connect with and engage patrons. It explains that libraries have traditionally waited for patrons to come to them, but now they can connect with patrons where they are online through these various social media channels. The document provides examples of how different platforms can be used, such as using blogs to start conversations, wikis for subject guides and instructions, and Flickr for photos of new materials and events. It encourages libraries to build a presence on these social media sites to engage patrons in new ways.
A look at how we have developed our use of social media at the Brynmor Jones Library, University of Hull through collaboration and experimentation. Please feel free to get in touch for more details (michael.ewen@hull.ac.uk)
This document discusses using Netvibes and Symbaloo to create personal learning environments (PLEs) for students. PLEs allow students to design their own learning approaches using different types of content like videos, apps, games, and social media chosen to match their personal learning styles and pace. The document recommends Netvibes as a tool to create PLEs because its free version offers flexibility and customization, has a gentle learning curve, allows public pages to be shared, and private pages for a personal homepage.
The document discusses how Wikipedia has changed education and learning. It includes quotes from students who say they use Wikipedia for casual reading but not formal coursework due to reliability issues. However, others note that credibility depends on perspective rather than being inherent to a source. The document suggests that if a homework assignment can be answered with a Wikipedia page, teachers need to rethink their approach. It also includes comments about how Wikipedia is seen as too easy but still monitored to ensure accuracy. Overall, the document examines student views on Wikipedia and debates around its use in education.
Learning Exchange May 15 - Broadening our horizons: from social media to live...northerncollaboration
Mike Ewen, Assistant Librarian, and Carl Barrow, Student Engagement Manager, at the University of Hull describe how their service model has matured from information delivery to query management. The session discusses a digital literacy project, involvement in University and regional groups and attempts to influence University policy and practices. Presented at the Northern Collaboration Learning Exchange: Communicating with New Technologies, May 2015, Leeds Beckett University
Ignite -if you give a kid a camera (with notes)Diane Cordell
1) The document discusses the benefits of giving kids cameras, including allowing them to become active learners and creators rather than just consumers of images.
2) Photography helps kids build their identity and document important moments and memories over their lifetime.
3) When given cameras, kids have the power to tell their own stories and construct a visual journal of their lives.
Presented by Christa Burns on the Carterette Series Webinars, September 19, 2012.
http://gla.georgialibraries.org/mediawiki/index.php/Carterette_Series_Webinars
This bibliography contains citations for various digital images and websites used as sources in a research project. The citations include the title, creator or contributor, date accessed, and URL for each image or website. Source types include photographs on Flickr, websites for organizations like Bridges Transitions Inc., and images from medical or educational institutions.
Virtual School Tour of Chets Creek Elementary and how they are using technology to promote professional collaboration, stakeholder communication and student engagement in 21st century learning.
The document discusses Nebraska Library Commission's "23 Things" program, which encourages lifelong learning through a challenge to complete 23 self-directed learning activities. It provides an overview of the program, including statistics on participation, examples of similar programs started in other locations, and research that has been done to study the impact and effectiveness of "23 Things" style learning programs. The document also includes references and contact information for those interested in learning more.
Mapping Media to the Curriculum (May 2015)Wesley Fryer
As 21st century educators, we should to provide opportunities for students to demonstrate mastery and understanding of the curriculum not only with text but also with images, audio, and video. Dr. Wesley Fryer will invite and inspire you to become a better multimedia communicator and a pioneer with digital media in this dynamic presentation. Learn how to “expand the map” of assessment options in your classroom to include student products like narrated slideshows, enhanced eBooks including recorded audio, five photo stories with images, and more. Learn practical ways to overcome the anxiety and fear which often accompanies technology integration proposals by creating personal media products. Learn how to enhance your digital resume as a professional educator with examples of your own media creations as well as students projects you facilitate. Links to student media examples as well as project storyboards/tools are available on ShowWithMedia.com.
Mapping Media to the Common Core (18 Oct 2013)Wesley Fryer
Slides for Dr. Wesley Fryer's presentation in Canfield, Ohio, on October 18, 2013. The session description was: Digital literacy today means much more than searching the Internet and using Microsoft Office. To be digitally literate, teachers as well as students need to be able to create and share online a variety of different multimedia products. These media products can be “mapped” to your curriculum, and if you’re in a Common Core state in the United States, to the Common Core State Standards. Interactive Writing, Narrated Art, 5 Photo Stories, Narrated Slideshows, Screencasts, Quick Edit Videos, and eBooks are a few of the media products learners should be able to create and safely share online. In this session, we’ll view different examples of student media products and learn about tools and strategies for helping teachers become digitally literate as “media mappers.” We’ll also explore how librarians and instructional coaches can use the “Mapping Media to the Curriculum” website as a roadmap to help teachers and students create media products as assignments for class and as artifacts in digital portfolios. Learn more and access session resources on maps.playingwithmedia.com.
Slides for Dr. Wesley Fryer's keynote presentation at the October 13th Florida Art Education Association's 2013 Conference in Daytona Beach, Florida. More on:
http://wiki.wesfryer.com/Home/handouts/art
Automotive body repairers repair and refinish vehicle bodies and frames that have been damaged in accidents. They remove dents and damaged parts of the vehicle, weld in replacement parts, and sand and paint repaired areas to match the original factory finish. Automotive body repairers must have mechanical skills, be able to work with hand and power tools, and pay close attention to detail when matching paint colors and blending repairs.
The document provides information about elementary schools in Houston ISD, including contact information for the elementary schools office and a list of over 150 elementary schools. It also includes lists of middle schools and charter schools. The document aims to provide parents and community members details on elementary schools in Houston ISD.
The document discusses how schools and libraries have changed from the past to the 21st century. It outlines tasks for groups to create representations of past schools and envision future libraries. Core beliefs of a 21st century learner are presented, emphasizing that inquiry provides a framework for learning, technology skills are crucial, and equitable access is important. Recommended blogs on topics like 21st century learning are listed.
Provided by SchoolTechPolicies.com:
This presentation was provided for elementary school parents to help them understand how they need to be involved, and in control, in their child's online habits.
This presentation from Paul Signorelli and Sharon Morris was prepared under the auspices of the ALA Learning Round Table for delivery at the ALA Annual Conference on June 26, 2012 in Anaheim, California. "Ignite, Interact, and Engage" explores methods for creating engagingly effective learning opportunities face to face and online.
This is the keynote for the NCLA Library Instruction at the Point of Need conference. More information here: http://www.nclaonline.org/college-university/event/library-instruction-point-need
This document discusses using social media to build digital communities and organize offline events. It mentions Twestival, a global event organized through social media. Social media allows students to communicate and organize using hashtags and Twitter handles. The document provides various Flickr photos as examples and concludes by inviting questions to the author's Twitter handle and email.
This PowerPoint presentation, complete with speaker notes, explores ways that library staff members (and others) can reach into their extended onsite-online communities to develop productive, sustainable collaborations; originally presented as a live webinar on April 18, 2013, for ALA Editions (for speaker notes, please click on "Notes" button near bottom of screen, near the "Comments" section)
Re-Visioning Teaching: Adapting to a Changing Educational EnvironmentLauren Pressley
This presentation was created for the 2010 ACRL/NY Annual Symposium. This year's theme was Innovation by Design: Re-Visioning the Library. http://acrlnysymp2010.wordpress.com/
This document contains a summary of an open educational resource (OER) workshop. It discusses how OERs allow teachers to fully develop courses without copyright restrictions and share them freely online for anyone to use or modify. An example is provided of a teacher who was able to enrich their teaching by having students participate in real-world scientific activities and receive feedback from experts online. The document also notes that students often save significant amounts of money by using free OERs instead of expensive textbooks. Statistics are presented showing higher levels of engagement with OERs in northern countries compared to southern countries.
This document summarizes a workshop on using Web 2.0 technologies for free or at low cost. It outlines benefits like increasing reach and engagement as well as key terms. It provides examples of tools for collaboration, knowledge management, feeds/syndication, social networking, maps/GIS, publishing, and fundraising. It also covers strategic issues to consider around control of data and services as well as practical implementation challenges.
Social Media Integration as a Best Practice for Marketing and CommunicationsSusan T. Evans
This presentation was part of the 2012 CASE Social Media and Community Conference and co-presented with Nyleva Corley, web and social media manager at UT Austin. Summary: Your audiences experience your brand and hear from you through a long list of social media and non-social media channels, and you shouldn't expect them to connect the dots. You need to develop an institutional plan that will allow you to stay on message across multiple communication channels using everything from social media aggregators to editorial calendars to social media campaigns. Not only that, a social media strategy isolated from your broader communication strategy is a risk. We'll share specifics and demonstrate best practices through case studies from educational institutions.
This document provides an overview of sketchnoting and encourages embracing one's inner doodler. It discusses how sketchnoting has been used for a long time and does not require artistic ability. Various techniques, tools, and apps for sketchnoting are presented. Examples of sketchnotes from classes, meetings, and current events are shown. Prominent sketchnoters like Sunni Brown and Wes Fryer are mentioned. The benefits of sketchnoting for students, teachers, and professionals are explored.
This powerpoint is about website evaluation. It is part of a presentation at TLA2009 about using technology in instruction called "There's More Than One Way to Skin a Cat!"
This bibliography contains citations for various digital images and websites used as sources in a research project. The citations include the title, creator or contributor, date accessed, and URL for each image or website. Source types include photographs on Flickr, websites for organizations like Bridges Transitions Inc., and images from medical or educational institutions.
Virtual School Tour of Chets Creek Elementary and how they are using technology to promote professional collaboration, stakeholder communication and student engagement in 21st century learning.
The document discusses Nebraska Library Commission's "23 Things" program, which encourages lifelong learning through a challenge to complete 23 self-directed learning activities. It provides an overview of the program, including statistics on participation, examples of similar programs started in other locations, and research that has been done to study the impact and effectiveness of "23 Things" style learning programs. The document also includes references and contact information for those interested in learning more.
Mapping Media to the Curriculum (May 2015)Wesley Fryer
As 21st century educators, we should to provide opportunities for students to demonstrate mastery and understanding of the curriculum not only with text but also with images, audio, and video. Dr. Wesley Fryer will invite and inspire you to become a better multimedia communicator and a pioneer with digital media in this dynamic presentation. Learn how to “expand the map” of assessment options in your classroom to include student products like narrated slideshows, enhanced eBooks including recorded audio, five photo stories with images, and more. Learn practical ways to overcome the anxiety and fear which often accompanies technology integration proposals by creating personal media products. Learn how to enhance your digital resume as a professional educator with examples of your own media creations as well as students projects you facilitate. Links to student media examples as well as project storyboards/tools are available on ShowWithMedia.com.
Mapping Media to the Common Core (18 Oct 2013)Wesley Fryer
Slides for Dr. Wesley Fryer's presentation in Canfield, Ohio, on October 18, 2013. The session description was: Digital literacy today means much more than searching the Internet and using Microsoft Office. To be digitally literate, teachers as well as students need to be able to create and share online a variety of different multimedia products. These media products can be “mapped” to your curriculum, and if you’re in a Common Core state in the United States, to the Common Core State Standards. Interactive Writing, Narrated Art, 5 Photo Stories, Narrated Slideshows, Screencasts, Quick Edit Videos, and eBooks are a few of the media products learners should be able to create and safely share online. In this session, we’ll view different examples of student media products and learn about tools and strategies for helping teachers become digitally literate as “media mappers.” We’ll also explore how librarians and instructional coaches can use the “Mapping Media to the Curriculum” website as a roadmap to help teachers and students create media products as assignments for class and as artifacts in digital portfolios. Learn more and access session resources on maps.playingwithmedia.com.
Slides for Dr. Wesley Fryer's keynote presentation at the October 13th Florida Art Education Association's 2013 Conference in Daytona Beach, Florida. More on:
http://wiki.wesfryer.com/Home/handouts/art
Automotive body repairers repair and refinish vehicle bodies and frames that have been damaged in accidents. They remove dents and damaged parts of the vehicle, weld in replacement parts, and sand and paint repaired areas to match the original factory finish. Automotive body repairers must have mechanical skills, be able to work with hand and power tools, and pay close attention to detail when matching paint colors and blending repairs.
The document provides information about elementary schools in Houston ISD, including contact information for the elementary schools office and a list of over 150 elementary schools. It also includes lists of middle schools and charter schools. The document aims to provide parents and community members details on elementary schools in Houston ISD.
The document discusses how schools and libraries have changed from the past to the 21st century. It outlines tasks for groups to create representations of past schools and envision future libraries. Core beliefs of a 21st century learner are presented, emphasizing that inquiry provides a framework for learning, technology skills are crucial, and equitable access is important. Recommended blogs on topics like 21st century learning are listed.
Provided by SchoolTechPolicies.com:
This presentation was provided for elementary school parents to help them understand how they need to be involved, and in control, in their child's online habits.
This presentation from Paul Signorelli and Sharon Morris was prepared under the auspices of the ALA Learning Round Table for delivery at the ALA Annual Conference on June 26, 2012 in Anaheim, California. "Ignite, Interact, and Engage" explores methods for creating engagingly effective learning opportunities face to face and online.
This is the keynote for the NCLA Library Instruction at the Point of Need conference. More information here: http://www.nclaonline.org/college-university/event/library-instruction-point-need
This document discusses using social media to build digital communities and organize offline events. It mentions Twestival, a global event organized through social media. Social media allows students to communicate and organize using hashtags and Twitter handles. The document provides various Flickr photos as examples and concludes by inviting questions to the author's Twitter handle and email.
This PowerPoint presentation, complete with speaker notes, explores ways that library staff members (and others) can reach into their extended onsite-online communities to develop productive, sustainable collaborations; originally presented as a live webinar on April 18, 2013, for ALA Editions (for speaker notes, please click on "Notes" button near bottom of screen, near the "Comments" section)
Re-Visioning Teaching: Adapting to a Changing Educational EnvironmentLauren Pressley
This presentation was created for the 2010 ACRL/NY Annual Symposium. This year's theme was Innovation by Design: Re-Visioning the Library. http://acrlnysymp2010.wordpress.com/
This document contains a summary of an open educational resource (OER) workshop. It discusses how OERs allow teachers to fully develop courses without copyright restrictions and share them freely online for anyone to use or modify. An example is provided of a teacher who was able to enrich their teaching by having students participate in real-world scientific activities and receive feedback from experts online. The document also notes that students often save significant amounts of money by using free OERs instead of expensive textbooks. Statistics are presented showing higher levels of engagement with OERs in northern countries compared to southern countries.
This document summarizes a workshop on using Web 2.0 technologies for free or at low cost. It outlines benefits like increasing reach and engagement as well as key terms. It provides examples of tools for collaboration, knowledge management, feeds/syndication, social networking, maps/GIS, publishing, and fundraising. It also covers strategic issues to consider around control of data and services as well as practical implementation challenges.
Social Media Integration as a Best Practice for Marketing and CommunicationsSusan T. Evans
This presentation was part of the 2012 CASE Social Media and Community Conference and co-presented with Nyleva Corley, web and social media manager at UT Austin. Summary: Your audiences experience your brand and hear from you through a long list of social media and non-social media channels, and you shouldn't expect them to connect the dots. You need to develop an institutional plan that will allow you to stay on message across multiple communication channels using everything from social media aggregators to editorial calendars to social media campaigns. Not only that, a social media strategy isolated from your broader communication strategy is a risk. We'll share specifics and demonstrate best practices through case studies from educational institutions.
This document provides an overview of sketchnoting and encourages embracing one's inner doodler. It discusses how sketchnoting has been used for a long time and does not require artistic ability. Various techniques, tools, and apps for sketchnoting are presented. Examples of sketchnotes from classes, meetings, and current events are shown. Prominent sketchnoters like Sunni Brown and Wes Fryer are mentioned. The benefits of sketchnoting for students, teachers, and professionals are explored.
This powerpoint is about website evaluation. It is part of a presentation at TLA2009 about using technology in instruction called "There's More Than One Way to Skin a Cat!"
This document provides an overview of sketchnoting and encourages embracing one's inner doodler. It notes that you do not need to be an artist to sketchnote and provides techniques for sketchnoting by hand or with technology. Examples of sketchnoting are given for different ages and subjects. Influential sketchnoters to follow are also listed, demonstrating how sketchnoting can be used in a variety of contexts.
http://www.katyfitkids.com
Katy Fit Kids Calendar for the 2009 Fall Semester. Program designed by Medical Fitness Pros http://www.medicalfitnesspros.com
A plan of action devised to bring together health and fitness organizations in the Katy, TX area to educate and prevent cardiovascular disease from occuring in Katy, TX residents.
SURVIVING HARD TIMES IN SCHOOLS AND LIBRARIESMary Bell
This document provides suggestions for coping with budget cuts and limited resources in schools and libraries. It includes ideas for free or low-cost alternatives to software, equipment, and databases. Suggested activities that can be done with minimal technology include mock Facebook pages, 140-character writing, and hand-drawn mind maps. Links are provided to free online resources and tools. Overall, the document aims to encourage creativity in teaching with limited funds.
This document discusses factors contributing to declining rates of male college enrollment and completion. It notes that while 50% of high school graduates are male, only 43% of college students and less than 40% of bachelor's degree recipients are men. Potential causes examined include changes in cultural definitions of masculinity; different learning styles of boys compared to girls; greater difficulties for boys in traditional classroom and assessment methods; and increased distraction from video games and time spent working. Suggestions to improve male college success include tailored academic support programs, alternative assessment methods, and opportunities for informal networking.
We often have assumptions about how teens and tweens use the Internet. But, are those assumptions true? What kind(s) of social media should your library have? Learn the answers to these questions and many more, as well as discovering if your library can effectively engage (or not) with young people in social media.
We often have assumptions about how teens and tweens use the Internet. But, are those assumptions true? What kind(s) of social media should your library have? Learn the answers to these questions and many more, as well as discovering if your library can effectively engage (or not) with young people in social media.
This document discusses the characteristics and learning styles of Millennial or Generation Y students in higher education. It describes Millennials as having grown up with technology and expecting its integration into education. They prefer active and collaborative learning, clear expectations, and relevance. The document also notes that emerging technologies will further shape learning styles, including immersive interfaces like virtual worlds and augmented reality.
1) Librarians at Weill Cornell Medicine-Qatar developed an interactive e-learning module to engage medical students during a primary care clerkship library instruction session.
2) The module used a clinical scenario and narrative format with animations, visuals, and interactivity.
3) Student feedback found the module to be more engaging than traditional lectures and highlighted learning about medical resources, though some wanted faster pacing or greater challenge.
Presentation to the Librarians Information Literacy Annual Conference 2010 in Limerick, Ireland. Describes Champlain College's process for developing a culture of assessment in its library.
This presentation is officially called Get Motivational With Online Badges though I usually call it I'll Show You Mine if You Show Me Yours...Badges That Is. The topic is online badging with students of all ages. I will share my own experiences as well as research. There are bibliographic links to good resources
This document provides tips and advice for dealing with hard times based on contributions from librarians, teachers, and others. It includes suggestions to cut costs by reducing software expenses, implementing other cost-cutting measures, and finding online escapes through sites like Pinterest. The document encourages fighting fear with information and quotes that laughter is a good way to reduce stress internally. It stresses never giving up and provides photo credits for images included.
The document provides ideas for using common software applications like Word, Excel, and PowerPoint as "mindtools" to engage students in thinking and learning. It describes activities such as creative writing, quizzes, timelines, and games that can be made using these applications. It also includes links to additional online resources with lesson ideas and tutorials for using technology in the classroom.
The document provides many ideas for using common applications like Word, Excel, PowerPoint, and Paint as "mindtools" to engage students in thinking. It outlines lessons and activities that can be done using these applications, such as creative writing, concept mapping, making menus, working with dinosaurs, using Excel for timelines and graphs, and creating art in Paint. Links are included for additional resources and tutorials related to implementing the suggested lessons and activities.
1. WHY CAN’T WE ALL
JUST
GET ALONG?
Internet@Schools
Monterey, CA
October, 2012
Dr. Mary Ann Bell
Dr. Holly Weimar
James VanRoekel
Sam Houston State University
Huntsville TX
7. JOB TITLE PREFERENCES
Librarian 32.2%
School librarian 21.1%
Library Media Specialist
16.7%
School Library Media
Specialist 4.2%
Library Media Resource
Specialist 1.8%
Teacher Librarian 175%
Other 6.5%
10. Simple Courtesies
Matter and
Little Things
Mean a Lot
Welcoming atmosphere…friendly
demeanor…coffee…thank you
messages…public recognition…
are all important!
23. ILLUSTRATIONS THANKS TO…
Computer History Museum: http://www.cityprofile.com/california/photos/18488-
mountain-view-computer-history-museum-2.html
Wikimedia Commons
http://commons.wikimedia.org/wiki/File:Web_2.0_Meme_map.png
Kathy Schrock http://www.schrockguide.net/
Phillip Martin http://www.phillipmartin.com/
ALL MARY ANN BELL’S STUFF CAN BE FOUND AT
http://bit.ly/mabellstuff
There is additional content relevant to this presentation as well as other
presentations at the site above.
Editor's Notes
We need to find ways to appreciate our similarities and differences and work together!
If THEY can get along…
Looking back: Comments about the history of librarians and technology specialists in K-12 schools.
Look familiar? For me the answer is YES and much of the history described in Chapter One is straight out of my own recollections.
What do we call ourselves and why does it matter??
Building Bridges—We must find ways to work together!
Identify the problem…Chart a Course
Simple courtesies, welcoming atmosphere, friendly demeanor are all importantFoster mutual respect
Put best foot forward—get off to a good start
Give up that old baggage from the past…let bygones be bygones.
Take a hard look in the mirror
Engage all parties…Reach out and meet face to face
Attend the same conferences and training events
Web 2.0
Take timeBe persistent
You have to be persistent! Quoting Lisa VonDrasek…”Water on stone.”
Baby Steps
Involve administrator
When All Else Fails…Larry CubanThere are simply times when one individual or group, despite all efforts, finds collaboration and communication not being supported by counterparts. Frankly this complaint is one that librarians often express. Larry Cuban states that in examining problematic situations, part of the framing process is to decide whether the issue at hand is indeed a problem, or if it is actually a dilemma. A problem that is clearly identified and for which steps can be delineated, can then be dealt with in a straightforward manner. In a dilemma, however, a simple solution is not going to emerge. He describes a dilemma in this manner: “Some situations are so messy and intractable that they are not problems. They are dilemmas. Dilemmas have compromises, not solutions. Dilemmas are managed, not solved.” When faced with a dilemma, it sometimes helps to reframe the situation or to break it down into smaller parts, some of which can be addressed. Other tactics include moving up the hierarchy in the school and district seeking support, and enlisting parental support. Getting things right is too important to simply give up. As always, concerns should be voiced through the chain of command, starting at the campus level. Speaking out for what is best for students is too important for an educator to simply decide to “keep his/her head down” and do what is possible without addressing contentious issues. There may also be times when parental support is needed. If students and teachers are not able to use technology in pedagogically sound ways that can be documented as successful in other schools and districts, then parents can be involved to seek for their own children what students elsewhere have available in the way of access and instruction. Most parents want their students to have the tools and instruction that they need and deserve in today’s rapidly evolving technological climate. Extremely problematical situations may lead you to consider changing your position entirely.
Words of wisdom from Kathy Schrock: Take a Holistic View Kathy Schrock shared her insights about this topic in an email, taking a long view: “I would strongly encourage them (parties involved) to create a three-sided teaching model that includes the librarian, technology specialist, and content specialist in the development of the curriculum. “Library" and "computers" are not subjects, in my opinion. They are both very important components of curriculum that both allow students to showcase knowledge as well as become proficient in all of the 21st century skill sets.” She went on to say, “I would suggest a sit-down together, and each listing the types of things they do with students, and first see the overlap. I am guessing that the librarian list, among other things, will include some type of information literacy model that is used to make sure students develop good questions, pick the appropriate resources, effective searching skills and critical evaluation of the information they find, with the addition of correctly citing the information. In addition, the librarians will talk about copyright, fair use, and Creative Commons and the respect for the intellectual property of others.The technology specialists will talk about having students pick the correct tool for the job, whether on the computer or tablet, or Web-based. They might include tools that help students gather information and collaborate in real-time as well as the creation of project-based things that culminate in a movie or presentation. This group will also include the overview of publishing material with respect to font and color and how best to communicate using technology. They will include the fact they cover cyber-safety and identify protection and proper Internet etiquette.The third part of the triangle that should be invited to the table is the content specialist (the classroom teacher). The classroom teacher should be one to drive the content of both of the other two, and work with them to development appropriate formative and summative assessments that both showcase mastery of the content as well as use of the technology and information literacy skill sets.” Such a meeting of minds could not help but be beneficial to all concerned. Kathy Schrock is absolutely right that the third side of the triangular model, the classroom teacher, must never be overlooked. The librarian and technology specialist share the responsibility of supporting classroom teachers in all their efforts and needs from immediate quick answers to staff developments to collaborative projects. And it should be added that the real raison d’être for the entire set of efforts is the students.